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Modifying Tasks

Knowing how to modify tasks from low cognitive demand to high cognitive demand, or vice versa, is a necessity for teachers. Understanding how to modify tasks to fit the needs of all students is important, especially in math, because all students learn differently and at different paces; therefore, modifying tasks is essential for teaching students of all levels in one classroom. 

The task shown below is an example of a low cognitive task modified to a high cognitive task.

Low Cognitive Demand Task

High Cognitive Demand Task

63 - 25

Explanation

Solve the following problem using three different strategies:
63 -25.
Explain each strategy and why it works for this problem. Show all work
The original task requires little to no cognitive effort. The questions is simply asking for a solution. The second task is considered a high cognitive demand task because it focuses students’ attention on the use of procedures for the purpose of developing deeper understanding of mathematical concepts and ideas. The second task also can be represented in multiple ways, including the use of manipulative materials, diagrams, and different algorithm solving techniques, such as adding in chunks or subtracting by shifting. Making connections among the representations helps students develop meaning, which makes the second task high cognitive demand.
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